Heartland Community College
Social and Business Sciences
Course Syllabus for Students: Summer 2005
Course Prefix and Number: PSY 207
Course Title: Introduction to Child Psychology
Credit Hours: 3
Lecture Hours: 3
Laboratory Hours: 0
Days and times the course meets: TR 2:00-4:50 p.m.
Introduction:
The purpose of the course is to provide access to the findings of modern psychology for those
who want to understand human development, for those who with children, for those who have, or
plan to have, children in way with the issues of childhood and how they relate to differing social
and ethnic groups.
Catalog Description:
Child psychology is the study of human development from birth to puberty. The course will
examine the series of stages, which occur in development prior to adolescence, define these
stages and identify characteristic resources, behaviors, and problems during this developmental
period. The contributions of a variety of individuals and schools of thought will be drawn form
in order to provide a balanced perspective representing modem psychological understandings.
Prerequisite: PSY 101.
Instructor Information:
Instructor name: Dorothy Welty-Rodriguez
Phone number to contact instructor: 268-8595 (Division Office)
Instructor e-mail address, if one: Dorothy.Welty-Rodriguez@heartland.edu
Location of instructor’s office: ICB 2100
Hours and days of instructor’s office hours: TR 10:15 - 11:00 a.m., after class or by
appointment
Textbooks:
Required:
Berk, Laura. Child Development. 6th Ed. Needham Hts., MA: Allyn & Bacon.
Supplies: Students are expected to come to class with a pencil and a pen, paper, the required
textbook, and the appropriate coursework. Assignments of more than one page must be stapled,
which may require that students may invest in a stapler. Paper clipped or unstapled assignments
will not be accepted.
Relationship to Academic Development Programs and Transfer:
(Indicate if course is General Education/IAI)
This course fulfills 3 of the 9 semester hours of credit in Social Sciences required for the A.A. or
A.S. degree. This course should transfer as part of the General Education Core Curriculum
described in the Illinois Articulation Initiative to other Illinois colleges and universities
participating in the IAI. However, students should consult an academic advisor for transfer
information regarding particular institutions. Refer to the IAI web page at www.itransfer.org for
more information.
Beliefs:
Academic Discipline: Students who make learning a priority and take responsibility for
learning tend to perform better academically. These students attend class regularly,
complete work on time, keep up with assigned readings, actively participate in
discussions and group work, take initiative to ask questions or request clarification, begin
projects and assignments well before the due date, and study on a regular basis. In
addition, successful students are high in cognitive self-regulation in that they set
academic and learning goals for themselves, monitor progress toward their goal, check
the outcomes, and redirect unsuccessful efforts.
Student Learning: Each student enters the classroom with his or her own goals and
motivation for learning, and a unique knowledge base and life experience. Therefore,
although students may sit in the same classroom together, each student has a unique
learning experience. In addition, students possess varied learning styles (visual, auditory,
& kinesthetic) and multiple intelligences. However, all students’ learning is enhanced
when critical thinking is promoted and knowledge is applied. Students also learn from
other students if given the opportunity to work together and exchange ideas with one
another. Finally, as unique individuals, every student instructs my teaching and is to be
valued in the classroom regardless of his or her academic performance.
Instructor’s Role: I view the instructor’s role not as an absolute authority figure in the
classroom, but as a facilitator of students’ learning. Learning is facilitated when
instructors ask questions which promote critical thinking and inspire students to seek
their own answers. In addition, learning is facilitated when instruction in designed to
accommodate various learning styles and intelligences. Because students can learn a
great deal from one another, learning is enhanced when instructors provide opportunities
for meaningful student interaction. In summary, the instructor’s role is to be enthusiastic
and knowledgeable about the subject matter, passionate about students’ learning, and
varied in the method of instruction.
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Course Objectives (Learning Outcomes):
Upon completion of this course, students will:
1.
2.
3.
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6.
Be able to apply and communicate the major theoretical perspectives of
psychology to child development; including biological, psychodynamic, social,
behavioral, and cognitive theories.
Have been given an overview of the physical growth and development of the
individual from conception to puberty.
Identify and appraise the many factors involved in the cognitive, emotional,
moral, and intellectual growth of the individual through infancy and childhood.
Demonstrate awareness and appreciation of the importance of the social-cultural
context of human development including how the infant/child is socialized by the
various institutions of family, school, and peer groups.
Be able to apply and communicate the many theories and aspects of personality
development through infancy and childhood.
Demonstrate awareness and appreciation of the many developmental and life
challenges faced by infants and children.
Be able to apply the theories of developmental psychology to real life.
Course/Lab Outline:
The following is a very brief outline of the most basic topics every instructor teaching the course
will include. There will of course be additional topics; each instructor may vary in these topics,
as well as how much time is spent on each topic.
1. History and Theory
a. Major Psychological Theories
b. Recent Perspectives
2. Research
a. Experimental Method
b. Correlational Studies
c. Case Study and Observation
d. Reliability and Validity
3. Biological Foundations
a. Genetics
b. Prenatal Development
c. Childbirth
d. Heredity and Environment
4. Infancy
a. Motor and Perceptual Development
b. Sudden Infant Death Syndrome
c. Early Deprivation and Enrichment
5. Physical Growth
a. Childhood Patterns
b. Brain Development
c. Puberty
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6. Cognitive Development
a. Piaget’s Theory
b. Vygotsky’s Sociocultural Theory
c. Education
7. Information Processing
a. Attentional Processing
b. Attention Deficit Hyperactivity Disorder
c. Academic Learning
8. Intelligence
a. Defining Intelligence
b. IQ Tests
c. Uses and Criticisms of IQ Tests
9. Language Development
a. The Nativist Perspective
b. Prelinguistic Development
c. Grammatical Development
d. Bilingualism
10. Emotional Development
a. Expressing Emotions
b. Understanding and Responding to Emotions
c. Temperament
d. Attachment
e. Day Care
11. Self and Social Understanding
a. Understanding the Self
b. Understanding Others
12. Moral Development
a. Kohlberg’s Theory
b. Parents and Schools Teaching Morals and Values
c. Aggression and Self Control
13. Gender
a. Biological Influences
b. Learning Gender Roles
c. Stereotypes and Androgyny
14. The Family
a. Parenting Styles
b. Siblings
c. Divorce
d. The Changing Family
e. Child Abuse
f. Sexual Abuse
15. Peers, Media, and School
a. Peer Sociability and Acceptance
b. Peer Groups and Socialization
c. Television
d. Education
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Methods of Instruction: The course will be taught through lecture, video segments, group &
individual activities, and occasional online work.
Course Policies:
Grading
Syllabus Quiz
5 Unit Exams (100 points each)
2 Course Projects (50 pts & 150 pts)
Assignments (30 pts per unit)
Progress Reports (10 points each)
Attendance & Participation
TOTAL
30 points
500 points
200 points
150 points
40 points
80 points
1,000 points
Grading Scale
A 90-100% (900-1,000 pts) indicates mastery of course material
B 80-89% (800-899 pts) indicates a good understanding of course material
C 70-79% (700-799 pts) indicates an understanding of the majority of course material
D 60-69% (600-699 pts) indicates a failure to understand much of the course material
F 59% ↓
(599-0 pts) indicates a failure to understand a majority of course material
Syllabus Quiz
On the second day of class students will be quizzed on the instructor information and course
policies contained in the syllabus. The syllabus quiz is worth 30 points.
Exams
Unit 1 – Chapters 1, 2 & 3
100 points
Unit 2 – Chapters 4, 5 & 6
100 points
Unit 3 – Chapters 7, 8 & 9
100 points
Unit 4 – Chapters 10, 11 & 12
100 points
Unit 5 – Chapters 13, 14 & 15
100 points
Each of the five unit exams may contain a combination of multiple choice, true/false,
matching, fill in the blank and short answer.
Exam/Quiz Rebuttal Policy
Multiple-choice, true/false and matching items on a quiz or exam are often called “objective
items”, but in some instances they are not truly objective. It is possible for a student to “see”
things differently than the instructor for rational, supportable reasons. You may go over your
exams/quizzes during the week following the posting of your grade. If you think your answer
to a question was at least as good as (or better than) the instructor’s keyed answer and you
can support your claim with evidence from the textbooks, readings, lecture notes, or other
scholarly sources, you may write a rebuttal to that question. Your rebuttal should describe
your reasoning and should present evidence for your claim. If your rebuttal seems reasonable
and has been submitted within a week following posting of the exam, I will return the point
to your grade. Oral arguments will not be accepted.
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Course Projects
Each student is required to complete two course projects: an analysis of a cognitive interview
with a preschool child (50 pts) and course project on quality child care that involves research
and clinical observations (150 pts). More detailed information on these projects will be
provided in class.
Assignments
There will be activities and assignments in each unit, worth 30 points per unit, which are due
on the day of the unit exam (see course calendar). Because students are given a period of
time to work on these assignments late work will not be accepted.
Progress Reports
Students will be required to complete four progress reports (10 points each) following each
of the first four exams.
Attendance & Participation
During the summer each class meeting covers one week of material, therefore if you miss
one class you have missed one week of material. In addition to being present, it is expected
that each student participate meaningfully in class. Your class participation indicates that you
are actively engaged in the course material, rather than being a passive observer. For each
class meeting you can earn a possible 10 points for your participation. Attendance and
participation will be the deciding factor in determining borderline grades. In addition, the
instructor reserves the right to drop any student at midterm who has missed more than one
class. However, should you at any point during the summer session decide not to complete
the course it is your responsibility to withdraw from the class.
Required Writing and Reading:
Students are required to read all assigned clusters. Lectures/presentations and class activities will
clarify, highlight, crystallize, or extend upon the material in the text. Therefore, attending class is
not a substitute for reading the text. Students are also required to complete a course project and
several written assignments that will amount to a minimum of 15 pages of writing.
Specifications for written materials:
Written work is to be 1) typed double-spaced 2) with 1 ½ inch margins and 3) MLA or APA
referencing and should be proofread for errors in spelling and grammar. Excessive grammar and
spelling errors (more than one per page) will result in a lower grade.
Deadlines: Students are expected to submit assignments in accordance with stated deadlines.
Make-up of exams and assignments: In the event of extreme unavoidable circumstances that
prevent you from attending class I must be notified, if possible, before the absence. If this is not
possible I must be contacted within 24 hours of your absence. Only if the absence is of an
excused nature (extreme, unavoidable circumstance) and I have been notified in the appropriate
timeframe will makeup work be allowed.
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Student Conduct: All students are expected to conduct themselves in an honest, respectful
manner toward the instructor, fellow students, and any other guest in the classroom. Repeated
disrespectful or inappropriate conduct is grounds for removal from class.
Extra Credit: There may be one or two opportunities for all students to earn extra credit points
during the semester. However, there will be no extra credit offered on an individual basis.
Incompletes: An incomplete is granted only in very extreme circumstances. Should such
circumstances arise, refer to the HCC catalog for additional information and seek an appointment
with the instructor to discuss the matter.
Academic Integrity and Plagiarism
Academic Integrity
Academic integrity is a fundamental principle of collegial life at Heartland Community College
and is essential to the credibility of the College’s educational programs. Moreover, because
grading may be competitive, students who misrepresent their academic work violate the right of
their fellow students. The College, therefore, views any act of academic dishonest as a serious
offense requiring disciplinary measures, including course failure, suspension, and even expulsion
from the College. In addition, an act of academic dishonesty may have unforeseen effects far
beyond any officially imposed penalties.
Violations of academic integrity include, but are not limited to cheating, aiding or
suborning cheating or other acts of academic dishonesty, plagiarism, misrepresentation of data,
falsification of academic records or documents and unauthorized access to computerized
academic or administrative records or systems. Definitions of these violations may be found in
the college catalog.
Plagiarism
Plagiarism is the presenting of others’ ideas as if they were your own. When you write a paper,
create a project, do a presentation or create anything original, it is assumed that all the work,
except for that which is attributed to another author or creator, is your own. Plagiarism is
considered a serious academic offense and may take the following forms:
1
Copying word-for-word from another source and not giving that source credit.
2
Paraphrasing the work of another and not giving that source credit.
3
Adopting a particularly apt phrase as your own
4
Using an image or a copy of an image without crediting its source
5
Paraphrasing someone else’s line of thinking in the development of a topic as if it
were your own.
6
Receiving excessive help from a friend or elsewhere, or using another project as
if it were your own.
Note that word-for-word copying is not the only form of plagiarism.
The penalties for plagiarism may be severe, ranging from failure -on the particular piece
of work, failure in the course or expulsion from school in extreme cases.
[Adapted from the Modem Language Association’s MLA Handbook for Writers of Research Papers.
New York: MLA, 1995: 26]
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Heartland Library Information
The Library, located in the Students Commons Buildings at the Raab Road campus, provides
Heartland students with a full range of resources including books, online journal databases,
videos, newspapers, periodicals, reserves, and interlibrary loan. Librarians are available to assist
in locating information. For more information please call the Library (309) 268-8200 or (309)
268-8292
Tutoring Center
Heartland Community College offers tutoring in various forms at no cost to Heartland students at
the Academic Support Center (ASC) in Normal and at the Pontiac and Lincoln Centers. Tutors
are available at convenient times throughout the week. Study groups, group tutoring facilitated
by a specially-trained tutor, are also available by request. For more information about services
available at each location, please call the ASC in Normal (309) 268-8231; the Pontiac Center
(815) 842-6777; the Lincoln Center
(217) 735-1731.
Testing Center
The Testing Center provides a quiet environment for students to complete make-up exams,
online exams, and exams for students with special accommodations. Students may be able to
complete exams in the Testing Center if arrangements are made with their instructor. For more
information, contact the Testing Center at (309) 268-8231.
Syllabi disclaimer: The instructor reserves the right to make changes to the syllabus.
Adapted by the Curriculum and Academic Standards Committee June 1998
Adapted 6/98 / Updated 1/24/05
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PSYCH 207: INTRODUCTION TO CHILD PSYCHOLOGY
COURSE CALENDAR SUMMER 2005
(Instructor reserves the right to make changes to the course calendar)
T
June 7
Course Introduction
Chapter 1
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June 9
Syllabus Quiz
Chapter 2
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June 14
Quality Child Care Course Project Part I DUE
Chapter 3
R
June 16
Unit 1 Exam
Unit 1 Activities & Assignments Due
Chapter 4
T
June 21
Chapter 5
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June 23
Progress Report #1 Due
Chapter 6
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June 28
Unit 2 Activities & Assignments Due
Unit 2 Exam
Chapter 7
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June 30
Chapter 8
Interview with a preschool child
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July 5
Chapter 9
Progress Report #2 Due
Analysis of the Interview with a Preschool Child Due
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July 7
Unit 3 Activities & Assignments Due
Unit 3 Exam
Chapter 10
T
July 12
Course Project on Quality Child Care Part 2 Due
Chapter 11
R
July 14
Chapter 12
9
T
July 19
Unit 4 Activities & Assignments Due
Unit 4 Exam
Chapter 13
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July 21
Course Project on Quality Child Care Due
Cluster 14
T
July 26
Progress Report # 4 Due
Chapter 14 / Chapter 15
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July 28
Chapter 15
Unit 5 Activities & Assignments Due
Unit 5 Exam
10
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